UNIVERSITY OF MAINE AT FARMINGTON COLLEGE OF EDUCATION
LESSON PLAN FORMAT
Teacher’s Name: Mr. LavigneLesson #: 2 Facet: Explanation Grade Level:11-12 Numbers of Days: 3 Topic: Foreign Policy Implications and Impact
PART I:
Objectives Student will understand that terrorism is a global issue and is not region specific. Student will know motivations for conflict, death tolls, government
vs rogue action, governments in control, leaders in control, historical background, lasting effects of conflict Student will be able to demonstrate an understanding of the larger implications of foreign policy decisions in the Middle East. Product: Prezi Maine Learning Results (MLR) or Common Core State Standards (CCSS) or Next Generation Science Standards (NGSS) Alignment Maine Learning Results Content Area: Social Studies Standard Label: E. History Standard: E1 Historical Knowledge, concepts, themes and patterns Grade Level Span: Grade 9-Diploma "The World in the Contemporary Era" Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World. Performance Indicators: b, c, d Rationale: Students will learn the long lasting effects of foreign policy decisions in the Middle East.
Assessments Formative (Assessment for Learning) Section I – checking for understanding strategy during instruction
Students will have individual conference time with the teacher to ensure that they are on the right track and are not too narrow in their focus. Section II – timely feedback for products (self, peer, teacher)
Conferences will be before the presentation is due so that students will have time to make adjustments.
Summative (Assessment of Learning):
Students will be asked to individually create a Prezi that shows change over time in the Middle East through the lens of foreign policy decisions. Students may be as broad or specific as they like but must be able to show a connection to how it effects global terrorism. Much like the iMovies made earlier in the course we will be recounting events in the region, but for this project we will be interpreting the effects of the corresponding foreign policy decisions and discussing the implications in a more nuanced manner.
Integration Technology (SAMR): Prezi (Augmentation) The student's Prezi presentation is on the augmentation level of the SAMR model because it directly substitutes a keynote presentation but has numerous functional improvements.
Groupings Section I - Graphic Organizer & Cooperative Learning used during instruction Students will use the "five w's" graphic organizer to ensure they understand what is happening in a given situation, who the actors are, where it's taking place, when it happened, and ultimately why it happened/why it was dealt with in the manner it was.
Section II – Groups and Roles for Product
Students will work together on their graphic organizers and then create their Prezi individually.
Differentiated Instruction
MI Strategies Verbal: Students will bring in questions based on the reading to start class discussion. Logic: Students will understand the cost of the war on terror both in financial and human terms. Visual: Students will create a prezi presentation that uses visual aids to help illustrate their points. Musical: Students can add music of the region to their Prezi presentations to help complete a picture of the Middle East. Intrapersonal: Students will individually create a presentation on Prezi. Interpersonal: Students will discuss the content with the whole class and interact with each other regarding the material.
Modifications/Accommodations From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students: Absences are inevitably going to occur over the semester for numerous reasons that are out of our control, that being said it is still important to keep up with the course content. For this reason I will make the content of each class accessible on the class wiki page. Additionally each student will exchange contact information with two other students (email, cell phone number, facebook profile, etc) who can clarify questions about the content or expectations (of course I will always be available via email to answer any questions as well). Extended deadlines for classwork due to absence are negotiable, however they will be expected the following class period if an extended deadline has not been agreed upon. Special accommodations can be made for extended absences and can be negotiated on a case by case basis.
Extensions
My goal in this class is for you to come away with an understanding of the material, assignments are often my way of ensuring that i'm doing an effective job conveying that information to you. That being said i'm not operating under the assumption that no learning can take place if an assignment is not completed on time, but I do expect if there is an issue that will prevent it from being completed on time that it is communicated before the due date. If an issue is communicated prior to the due date of an assignment there is always potential for an extension or a reduced deduction from their grade, however if no communication has taken place the student will receive a 10% deduction from their grade for each class period it is late. Each assignment is designed to build on the last which hopefully will serve to add to the class experience and for that reason due dates are important.
Technology (SAMR): Gifted Students:
Students will present a foreign policy plan that they feel would have better addressed the situation they are presenting based on past actions success or failure, they may also introduce a plan without precedent if they can clearly articulate why they think it would work.
Materials, Resources and Technology List all the items you need for the lesson.
Laptop
Dongle
Projector
Five W's graphic organizer
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (1-2 pages)
Describe your classroom arrangement.
Students will be set up in small round table groups of 3-4. My desk will be in the corner so if I do have the chance to sit I will have a view of the whole classroom. Most of my teaching will be done standing up in front of the board or walking around the classroom. Agenda (include days and times)
Day 1
Hook 5 minutes
Slideshow presentation 30 minutes
Five W's graphic organizer 20 minutes
Prezi Tutorial 10 minutes
Meeting sign up 5 minutes
Debrief 10 minutes
Day 2
Indvidual meetings 3-4 minutes each
Independent research for prezi 75 minutes (when student isn't in meeting)
Debrief 5 minutes
Day 3
Student Presentations 75 minutes (3-4 minutes each)
Debrief 5 minutes Teaching and Learning Sequence(Include all hyperlinks of the above URL's in this section.) First Paragraph
Students will understand that terrorism is a global issue and is not region specific. Terrorism effects us all, it is not an issue with a specific offender or a specific victim, Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World.MLR or CCSS or NGSS. Students will watch a Daily Show video that outlines some of the issues with aligning ourselves with the lesser of two evils. Visual, Logical, Intrapersonal, Interpersonal, Verbal, Musical SecondParagraph (Students will know….) See content notes Students will use the "five w's" graphic organizer to ensure they understand what is happening in a given situation, who the actors are, where it's taking place, when it happened, and ultimately why it happened/why it was dealt with in the manner it was. After having some time to interact withe the content students will have time to set up individual meetings with the instructor, students who feel they have a strong grasp can plan for earlier meetings while students who need more time can sign up for a later meeting so they have most of the following class to develop their ideas. Visual, Logical, Intrapersonal, Interpersonal, Verbal, Musical ThirdParagraph
Demonstrate an understanding of the larger implications of foreign policy decisions and how they relate to today. Introductory slideshow will serve as a background for basic information and provide an example of how students can critically analyze policy decisions, Prezi tutorial will show students how to use the software if they choose to use it. Creating a presentation will help students work through the critical analysis required when examining foreign policy decisions, the aim here is to make students think about the material rather than just report it.
Students will be working individually on their projects, but when they create their graphic organizers they can work with whomever they like. I hope that table discussions can enrich all of the participants understandings of any given event and ultimately lead them to the conclusion that there are not finite answers. Students will assess their own progress in individual meetings and will have the opportunity to implement any changes before the product is due. The teacher will assess the final product after presentations. Visual, Logical, Intrapersonal, Interpersonal, Verbal, Musical FourthParagraph
Individual meetings will give students the opportunity to receive necessary feedback before presentations. Presentations will be graded on a rubric that encompasses creativity, accuracy, critical thinking, organization, and citation. After understanding the implications of past foreign policy decisions students will then have the ability to infer consequences of making certain decisions and ultimately should become more complete in the way they view foreign policy. Visual, Logical, Intrapersonal, Interpersonal, Verbal, Musical Teacher Content Notes Students will know….. Develop detailed content notes so a substitute or a colleague can teach your lesson. (1-2pages)
Begin with Daily Show clip showing issues with dealing with nations in the Middle East and how sometimes those relations can be counter productive to others.
All information regarding the introductory slideshow will be in the slide notes.
Handout "Five W's" graphic organizers (3-4 per student) and instruct students to fill out graphic organizers with information about events in the Middle East. Students can work in small table groups and research information together but note that the"Why?" section on each students graphic organizer should be unique to them.
After students have had time to fill out graphic organizers introduce the presentation project. I have provided a Prezi tutorial video but note that students are not required to use Prezi if they choose not to (Keynote, Google Slides, etc. are also acceptable so long as it is formatted as a slideshow presentation.).
Have students sign up for individual meetings for next class. Make sure to let students know that they are not comfortable with the amount of work they have finished so far a later meeting would be preferable for them so they can have developed ideas and direction before receiving feedback.
The second class students will have all day to work on their presentations, students talking and working together should not be discouraged so long as they are creating their own individual product. While they are working you will have meetings set up to individually conference with students, during this conference make sure students have evidence of the following three key concepts in their work so far on their product. 1. They have showed an ability to critically analyze the effect of the policy decision 2. They show how this decision has influenced a course of events that ultimately leads today (positive or negative) 3. The information they provide is accurate and properly cited.
End the class by giving students 5-10 minutes to collectively ask clarifying questions regarding the assignment, perhaps students who had an earlier meeting have discovered issues or developed questions after spending the class period working on the assignment.
The final day will be allotted for students to give their presentations, make sure students keep presentations to 3-4 minutes so they do not spill over into the next class. Handouts List the items that need to be printed out for the lesson.
Five W's graphic organizer
Project guidelines and rubric Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard: Organize info with graphic organizer
Microscope:Students are analyzing the implications of prior foreign policy decisions
Puppy: Individual meetings give students a chance to get help
Beach Ball: Students will have freedom to work on their projects however they want on the day allotted for scheduled meetings
Rationale:
Standard 6 -Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative: Creating graphic organizers to help understand information
Summative: Create a presentation that shows an ability to understand the ripple effect of foreign policy decisions and how htey relate to today.
Rationale:
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge:
MLR or CCSS or NGSS Maine Learning Results Content Area: Social Studies Standard Label: E. History Standard: E1 Historical Knowledge, concepts, themes and patterns Grade Level Span: Grade 9-Diploma "The World in the Contemporary Era" Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World. Performance Indicators: b, c, d
Facet: Explanation, demonstrate an understanding of the larger implications of foreign policy decisions and how they relate to today.
Rationale:
Standard 8 -Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies: Verbal: Students will bring in questions based on the reading to start class discussion. Logic: Students will understand the cost of the war on terror both in financial and human terms. Visual: Students will create a prezi presentation that uses visual aids to help illustrate their points. Musical: Students can add music of the region to their Prezi presentations to help complete a picture of the Middle East. Intrapersonal: Students will individually create a presentation on Prezi. Interpersonal: Students will discuss the content with the whole class and interact with each other regarding the material. SAMR:
Rationale: Prezi (Augmentation) The student's Prezi presentation is on the augmentation level of the SAMR model because it directly substitutes a keynote presentation but has numerous functional improvements.
NETS STANDARDS FOR TEACHERS 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale:
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
COLLEGE OF EDUCATION
LESSON PLAN FORMAT
Teacher’s Name: Mr. Lavigne Lesson #: 2 Facet: Explanation
Grade Level:11-12 Numbers of Days: 3
Topic: Foreign Policy Implications and Impact
PART I:
Objectives
Student will understand that terrorism is a global issue and is not region specific.
Student will know motivations for conflict, death tolls, government
vs rogue action, governments in control, leaders in control, historical background, lasting effects of conflict
Student will be able to demonstrate an understanding of the larger implications of foreign policy decisions in the Middle East.
Product: Prezi
Maine Learning Results (MLR) or Common Core State Standards (CCSS) or Next Generation Science Standards (NGSS) Alignment
Maine Learning Results
Content Area: Social Studies
Standard Label: E. History
Standard: E1 Historical Knowledge, concepts, themes and patterns
Grade Level Span: Grade 9-Diploma "The World in the Contemporary Era"
Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World.
Performance Indicators: b, c, d
Rationale: Students will learn the long lasting effects of foreign policy decisions in the Middle East.
Assessments
Formative (Assessment for Learning)
Section I – checking for understanding strategy during instruction
Students will have individual conference time with the teacher to ensure that they are on the right track and are not too narrow in their focus.
Section II – timely feedback for products (self, peer, teacher)
Conferences will be before the presentation is due so that students will have time to make adjustments.
Summative (Assessment of Learning):
Students will be asked to individually create a Prezi that shows change over time in the Middle East through the lens of foreign policy decisions. Students may be as broad or specific as they like but must be able to show a connection to how it effects global terrorism. Much like the iMovies made earlier in the course we will be recounting events in the region, but for this project we will be interpreting the effects of the corresponding foreign policy decisions and discussing the implications in a more nuanced manner.
Integration
Technology (SAMR): Prezi (Augmentation) The student's Prezi presentation is on the augmentation level of the SAMR model because it directly substitutes a keynote presentation but has numerous functional improvements.
Groupings
Section I - Graphic Organizer & Cooperative Learning used during instruction
Students will use the "five w's" graphic organizer to ensure they understand what is happening in a given situation, who the actors are, where it's taking place, when it happened, and ultimately why it happened/why it was dealt with in the manner it was.
Section II – Groups and Roles for Product
Students will work together on their graphic organizers and then create their Prezi individually.
Differentiated Instruction
MI Strategies
Verbal: Students will bring in questions based on the reading to start class discussion.
Logic: Students will understand the cost of the war on terror both in financial and human terms.
Visual: Students will create a prezi presentation that uses visual aids to help illustrate their points.
Musical: Students can add music of the region to their Prezi presentations to help complete a picture of the Middle East.
Intrapersonal: Students will individually create a presentation on Prezi.
Interpersonal: Students will discuss the content with the whole class and interact with each other regarding the material.
Modifications/Accommodations
From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students:
Absences are inevitably going to occur over the semester for numerous reasons that are out of our control, that being said it is still important to keep up with the course content. For this reason I will make the content of each class accessible on the class wiki page. Additionally each student will exchange contact information with two other students (email, cell phone number, facebook profile, etc) who can clarify questions about the content or expectations (of course I will always be available via email to answer any questions as well). Extended deadlines for classwork due to absence are negotiable, however they will be expected the following class period if an extended deadline has not been agreed upon. Special accommodations can be made for extended absences and can be negotiated on a case by case basis.
Extensions
My goal in this class is for you to come away with an understanding of the material, assignments are often my way of ensuring that i'm doing an effective job conveying that information to you. That being said i'm not operating under the assumption that no learning can take place if an assignment is not completed on time, but I do expect if there is an issue that will prevent it from being completed on time that it is communicated before the due date. If an issue is communicated prior to the due date of an assignment there is always potential for an extension or a reduced deduction from their grade, however if no communication has taken place the student will receive a 10% deduction from their grade for each class period it is late. Each assignment is designed to build on the last which hopefully will serve to add to the class experience and for that reason due dates are important.
Technology (SAMR):
Gifted Students:
Students will present a foreign policy plan that they feel would have better addressed the situation they are presenting based on past actions success or failure, they may also introduce a plan without precedent if they can clearly articulate why they think it would work.
Materials, Resources and Technology
List all the items you need for the lesson.
Laptop
Dongle
Projector
Five W's graphic organizer
Source for Lesson Plan and Research
List all URL and describe.
http://www.britannica.com/event/Iran-Iraq-War
Info on the Iran-Iraq War
http://www.britannica.com/event/Soviet-invasion-of-Afghanistan
Info on the Soviet-Afghan War
http://www.britannica.com/event/Persian-Gulf-War
Info on Persian Gulf War
http://www.britannica.com/event/Iraq-War
Info on War in Iraq
http://www.britannica.com/event/Afghanistan-War
Info on War in Afghanistan
http://www.britannica.com/event/Afghan-War
Info on Afghan Civil War
http://www.cc.com/video-clips/7v01wm/the-daily-show-with-jon-stewart-middle-eastern-politics--a-love-story
Daily Show video
https://www.youtube.com/watch?v=ArGh6FurR0Q
Prezi tutorial
PART II:
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (1-2 pages)
Describe your classroom arrangement.
Students will be set up in small round table groups of 3-4. My desk will be in the corner so if I do have the chance to sit I will have a view of the whole classroom. Most of my teaching will be done standing up in front of the board or walking around the classroom.
Agenda (include days and times)
Day 1
Hook 5 minutes
Slideshow presentation 30 minutes
Five W's graphic organizer 20 minutes
Prezi Tutorial 10 minutes
Meeting sign up 5 minutes
Debrief 10 minutes
Day 2
Indvidual meetings 3-4 minutes each
Independent research for prezi 75 minutes (when student isn't in meeting)
Debrief 5 minutes
Day 3
Student Presentations 75 minutes (3-4 minutes each)
Debrief 5 minutes
Teaching and Learning Sequence (Include all hyperlinks of the above URL's in this section.)
First Paragraph
Students will understand that terrorism is a global issue and is not region specific. Terrorism effects us all, it is not an issue with a specific offender or a specific victim, Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World.MLR or CCSS or NGSS. Students will watch a Daily Show video that outlines some of the issues with aligning ourselves with the lesser of two evils. Visual, Logical, Intrapersonal, Interpersonal, Verbal, Musical
Second Paragraph
(Students will know….) See content notes
Students will use the "five w's" graphic organizer to ensure they understand what is happening in a given situation, who the actors are, where it's taking place, when it happened, and ultimately why it happened/why it was dealt with in the manner it was. After having some time to interact withe the content students will have time to set up individual meetings with the instructor, students who feel they have a strong grasp can plan for earlier meetings while students who need more time can sign up for a later meeting so they have most of the following class to develop their ideas. Visual, Logical, Intrapersonal, Interpersonal, Verbal, Musical
Third Paragraph
Demonstrate an understanding of the larger implications of foreign policy decisions and how they relate to today. Introductory slideshow will serve as a background for basic information and provide an example of how students can critically analyze policy decisions, Prezi tutorial will show students how to use the software if they choose to use it. Creating a presentation will help students work through the critical analysis required when examining foreign policy decisions, the aim here is to make students think about the material rather than just report it.
Students will be working individually on their projects, but when they create their graphic organizers they can work with whomever they like. I hope that table discussions can enrich all of the participants understandings of any given event and ultimately lead them to the conclusion that there are not finite answers. Students will assess their own progress in individual meetings and will have the opportunity to implement any changes before the product is due. The teacher will assess the final product after presentations. Visual, Logical, Intrapersonal, Interpersonal, Verbal, Musical
Fourth Paragraph
Individual meetings will give students the opportunity to receive necessary feedback before presentations. Presentations will be graded on a rubric that encompasses creativity, accuracy, critical thinking, organization, and citation. After understanding the implications of past foreign policy decisions students will then have the ability to infer consequences of making certain decisions and ultimately should become more complete in the way they view foreign policy. Visual, Logical, Intrapersonal, Interpersonal, Verbal, Musical
Teacher Content Notes
Students will know…..
Develop detailed content notes so a substitute or a colleague can teach your lesson. (1-2pages)
Begin with Daily Show clip showing issues with dealing with nations in the Middle East and how sometimes those relations can be counter productive to others.
All information regarding the introductory slideshow will be in the slide notes.
Handout "Five W's" graphic organizers (3-4 per student) and instruct students to fill out graphic organizers with information about events in the Middle East. Students can work in small table groups and research information together but note that the"Why?" section on each students graphic organizer should be unique to them.
After students have had time to fill out graphic organizers introduce the presentation project. I have provided a Prezi tutorial video but note that students are not required to use Prezi if they choose not to (Keynote, Google Slides, etc. are also acceptable so long as it is formatted as a slideshow presentation.).
Have students sign up for individual meetings for next class. Make sure to let students know that they are not comfortable with the amount of work they have finished so far a later meeting would be preferable for them so they can have developed ideas and direction before receiving feedback.
The second class students will have all day to work on their presentations, students talking and working together should not be discouraged so long as they are creating their own individual product. While they are working you will have meetings set up to individually conference with students, during this conference make sure students have evidence of the following three key concepts in their work so far on their product. 1. They have showed an ability to critically analyze the effect of the policy decision 2. They show how this decision has influenced a course of events that ultimately leads today (positive or negative) 3. The information they provide is accurate and properly cited.
End the class by giving students 5-10 minutes to collectively ask clarifying questions regarding the assignment, perhaps students who had an earlier meeting have discovered issues or developed questions after spending the class period working on the assignment.
The final day will be allotted for students to give their presentations, make sure students keep presentations to 3-4 minutes so they do not spill over into the next class.
Handouts
List the items that need to be printed out for the lesson.
Five W's graphic organizer
Project guidelines and rubric
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard: Organize info with graphic organizer
Microscope:Students are analyzing the implications of prior foreign policy decisions
Puppy: Individual meetings give students a chance to get help
Beach Ball: Students will have freedom to work on their projects however they want on the day allotted for scheduled meetings
Rationale:
Standard 6 - Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative: Creating graphic organizers to help understand information
Summative: Create a presentation that shows an ability to understand the ripple effect of foreign policy decisions and how htey relate to today.
Rationale:
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge:
MLR or CCSS or NGSS
Maine Learning Results
Content Area: Social Studies
Standard Label: E. History
Standard: E1 Historical Knowledge, concepts, themes and patterns
Grade Level Span: Grade 9-Diploma "The World in the Contemporary Era"
Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World.
Performance Indicators: b, c, d
Facet: Explanation, demonstrate an understanding of the larger implications of foreign policy decisions and how they relate to today.
Rationale:
Standard 8 - Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies:
Verbal: Students will bring in questions based on the reading to start class discussion.
Logic: Students will understand the cost of the war on terror both in financial and human terms.
Visual: Students will create a prezi presentation that uses visual aids to help illustrate their points.
Musical: Students can add music of the region to their Prezi presentations to help complete a picture of the Middle East.
Intrapersonal: Students will individually create a presentation on Prezi.
Interpersonal: Students will discuss the content with the whole class and interact with each other regarding the material.
SAMR:
Rationale:
Prezi (Augmentation) The student's Prezi presentation is on the augmentation level of the SAMR model because it directly substitutes a keynote presentation but has numerous functional improvements.
NETS STANDARDS FOR TEACHERS
1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale:
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rationale: